探討學習檔案結合教學助理課後輔導與西班牙語學習者在閱讀和寫作課之互動模式

Study of the Interaction between Portfolio Combined with Teaching Assistant and Spanish Learners in Reading and Writing

目前是國內外之教育訴求，皆朝能讓學生多元且深入學習的方向努力，因此傳統教學下制式化的紙筆測驗模式已漸漸不能符合新的教育目標，取而代之的是能密切融合教學和學習於一體的真實評量，其中學習檔案就是目前真實評量中最受矚目和青睞的一種方式。事實上，對教學者來說，學習檔案不僅是一種客觀、公平和全面性的評量方式，其豐富的內容還能夠真實呈現學生的學習過程與成效，而且藉由學習檔案，還能達到培養學習者後設認知知覺，及提升後設認知能力的目的。另外，近幾年政府為了精進大學生的專業能力，及有效提升大學的教學品質，教育部於2004 年訂定「獎勵大學教學卓越計畫」，從中引進教學助理之課輔制度，推行至今已為各大專院校之教育注入了一股不可或缺的助力。本研究旨在於藉由推行學習檔案西班牙語閱讀與寫作課，結合教學助理之課後輔導，檢視探討學習檔案、教學助理課後輔導和西班牙語學習者三者之間的互動模式。

Nowadays the goal of education abroad and domestic is to strive toward multiple and deep learning. Therefore, the paper-and-pencil-based testing in traditional teaching gradually fails to achieve the new educational goal. In place of the conventional one, Authentic assessment integrates teaching and learning into one unit. Portfolio assessment is one of the most popular and interesting assessment methods. In fact, portfolio assessment is not only an objective, fair and comprehensive assessment instrument for teachers. Also, its abundant contents vividly reflect students’ learning process and performance. Furthermore, it can develop learners’ metacognitive awareness and reach the goal of improving learners’ metacognitive ability. Additionally, in recent years in order to improve professional competence of undergraduates as well as effectively enhance teaching quality in universities, the Ministry of Education in Taiwan has established a program for promoting teaching excellence of universities in 2004 and has adopted the system of Teaching Assistant. So far the program has already become an indispensable boost to the educational system in colleges and universities. By carrying out portfolio assessment in Spanish reading and writing as well as obtaining cooperation of teaching assistant, the present study aimed to investigate the interaction among portfolio, teaching assistants and Spanish learners.